การพัฒนารูปแบบการเรียนโดยใช้ทัศนศึกษาเสมือนด้วย กระบวนการเรียนรู้แบบสืบสอบและการคิดอย่างมีวิจารณญาณเพื่อเสริมสร้างผลการเรียนรู้ทางวิทยาศาสตร์ของนักเรียนมัธยมศึกษาตอนต้น / แจ่มจันทร์ ศรีอรุณรัศมี = Development of a learning model using virtual field trips with inquiry learning and critical thinking processes to enhance science learning outcomes of lower secondary students / Jaemjan Sriarunrasmee
The proposes of this research were to develop and to explore the effectiveness of a learning model by using virtual field trips with inquiry learning and critical thinking processes to enhance science learning outcomes of lower secondary students. The instruments used in this research and development to assess science learning outcomes were the test for assessing students’ skills of concept mapping, retrieval information, meaningful communication, and critical thinking. The samples were 104 science teachers and 31 students studied in lower secondary level (grade 8). Data were analyzed using mean, standard deviation, and t-test dependent. The research results were as follows: 1. A virtual field trips (VFTs) learning model with inquiry learning and critical thinking processes consisted of five components: 1) content and activities, 2) VFTs media (e.g. video clips, pictures, animations, online diaries, worksheets, activity sheets, and games), 3) the experts in educational resources, 4) learning management system for VFTs, and 5) assessment and evaluation. There were 3 phases of the VFTs learning model and each phase had 6 steps ; (1) pre-using the model (1 week), 6 steps were engagement and motivation, scenario and problem, analysis, investigation and exploration, explanation, and evaluation (2) during using the model (2 weeks), 6 steps were engagement, investigation and exploration, analysis, explanation, elaboration, and evaluation and (3) post-using the virtual field trips activities (2 weeks), 6 steps were engagement, investigation and exploration, explanation, conclusion, elaboration, and evaluation. 2. The results of exploring effectiveness of the VFTs learning model from 1) one group experimental research design showed the students’ science learning outcomes posttest scores had significantly higher than the pretest at a level of significance of .05 and 2) 5 experts’ assessment before and after try-out the model were appropriate in high level.
